Draft Action Research Project Progress Report

 

The Effectiveness of Targeting 7th Grade LEP/ESL Struggling Readers in a Technology Based Program

Wendy Harris

 

After reviewing the Adequate Yearly Progress Campus Data Table from the Texas Educational Agency, Truitt Middle School has not met AYP in the LEP subpopulation for the second year with only 72% meeting the reading standards on the 2011-2012 STAAR, which has placed the campus in the Stage 1 Reading School Improvement Program. The needs assessment was conducted to identify gaps and develop activities and strategies to improve the academic needs of a select group of  LEP/ESL students. The study group of 53 LEP/ESL students were targeted and placed into an intensive intervention READ 180 technology based reading program to assist in reading performance and provide extended time and support to  meet their needs.

The vision is to raise student achievement scores in reading comprehension and fluency by moving students from below basic reading performance to basic and proficient reading  performance showing a growth of 75 to 100 in Lexile levels in 12 months. As school cultures grow in diversity, we must examine programs that assist the needs of students.

 

The greatest challenges for  English language learners are learning how to read and write in English. The lack of  academic vocabulary and background knowledge are two of the main reasons for struggling in all content areas. These students need research-based literacy instruction that reflects best practices for serving English language learners who are struggling readers—practices that also serve to enrich instruction for all students. (Research Foundation Papers, pp. 3)

 

Dr. Ted Hasselbring originally developed Read180 in 1985 as an intervention program utilizing technology to deliver individualized instruction to students and creates data for teachers to provide differential instructional where key skills need further development. The instruction model begins and concludes with whole group teacher-directed instruction, moves into three differentiated instructional groups consisting of  a silent reading group based on lexile leveled texts, computer station based on individualized instruction at the appropriate lexile level, and small group providing differentiated instruction. Read 180 stresses that this instructional model should be followed precisely. Scholastic’s, Read 180 website states:

 

Following the READ 180 Instructional Model is proven to result in significant gains in reading achievement for students after one or two year’s participation. (para.1)

 

All students benefit from embedded decoding tips, point-of-use vocabulary definitions, and leveled reading passages. Video clips in the software and rBook Teaching System help students build background knowledge and develop mental models prior to reading. In addition, a variety of built-in features specifically support English language learners and students with special needs. (Scholastic Professional Paper, 2006, p. 13)

 

 

Lawrence Public Schools (2008-2009) in Massachusetts completed research on ELL students enrolled in Read180. There were significant gains for most students … revealed that READ 180 general education and ELL students made the greatest progress over the course of the year, with 67% and 56% meeting or exceeding the target, respectively. (Lawrence Public Schools; Scholastic Research, p. 12).

 

Last school year, we placed LEP/ESL students in a reading workshop that utilized, Achieve3000: Differentiated Instruction, a technology based reading program. Although we did see gains in reading performance, we felt that the students were lacking in many skills through the TeenBiz instruction, for example, phonological awareness, phonics/word study, vocabulary, spelling, sentence structure, and revising and editing. At the beginning of the 2012-2013 school year and after reviewing the AYP data, the principal, director of instruction, counselors, and I decided to place 54 of our lowest reading performance LEP/ESL students in a Read 180 class. Read 180’s instructional model offers the flexibility for differentiated instruction that can help close the achievement gap by meeting their diverse needs, is engaging and motivating, and increases students’ self-confidence.

 

We included the use of the program on our Campus Improvement Plan and discuss the progress by showing the Proficiency Summary Report and Demographic Growth Report during our monthly CPOC meetings. Parents and students were shown a video consisting of the instructional model, proven research, and the other students’ success stories regarding Read 180’s effectiveness. 

 

Read 180 Stage B was bought by the district five years ago at the cost of approximately $43,000 per 60 licenses. Teacher Guide, student workbooks, and reading text were included in the initial cost. Every year since implementing the program, I order new rBooks for the next school year at the cost of $4,000 out of the At-Risk budget. The 7^th grade counselor, Director of Instruction, and I targeted LEP/ESL struggling readers and placed them in the Read 180 Intervention Program to enhance reading comprehension and progress towards  proficient reading performance.

 

Mr. Gilliam and I administered the Scholastic Reading Inventory test through the Read180 database known as the Scholastic Achievement Manager (SAM), a comprehensive online management system that collects and organizes student performance data. (Read180.Scholastic.com, para.1) SAM contains 60 reports that provide instant access to critical performance data, for example, lexile level and student grouping by skill needs. SAM also provides resources for differentiated instruction. The program monitors student progress and adjusts to the student’s need. Although, the teacher must manually move a student from level 1 to level 2, the program will automatically adjust from level 2 up to level 4. Other test, such as, the rSkills test that assesses if the targeted skill has been mastered after two workshops in the rBook, and the Reading Counts Quizzes after each leveled reading text is completed in the independent reading station. We’ve implemented conference Fridays that allow us to conference with students about their progress after generating a Student Progress Report with data from the five interactive zones and informal assessments’ in the small group instruction station.

 

After completing my action research project and analyzing the data for the effectiveness and benefits in significant gains for LEP/ESL students and closing the achievement gap, I will begin another inquiry project on students with learning disabilities. At this time, my campus   

implements System 44 for Special Education students, I would like to have a study group in Read 180 to investigate the impact the program could have on their reading performance in a 90-minute structured environment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

Research Foundation Paper. (2009). Retrieved March 12, 2013, from

http://read180.scholastic.com/pdf/research/2_2009_ResearchFoundationPapers_S44R180ELL_READ180.pdf

 

Scholastic Read 180. (2012). Retrieved March 13, 2013, from

http://read180.scholastic.com/about/instructional-model

 

Whitford, Suzanne (2011) "READ 180: Policy Gone Wrong," Language Arts Journal of Michigan: Vol. 26: Iss. 2, Article 9.

Available at: http://dx.doi.org/10.9707/2168-149X.1797

 

 

Scholastic Professional Paper. (2006, January). Response to Intervention An Alignment Guide for READ 180. Read180.Scholastic.com Retrived March 13, 2013, from

http://read180.scholastic.com/pdf/research/4_2007_ProfessionalPapers_RTI%20Alignment_READ180.pdf

 

 

Scholastic Research. (2011). Lawrence Public Schools, MA. New York, NY: Scholastic Inc.

 

 

Scholastic Read 180. (2012). The Scholastic Achievement Manager (SAM). Scholastic.com. Retrieved March 13, 2012, from  http://read180.scholastic.com/about/components/stageb/teacher-management-system

Update on Action Research

At this time in my Action Research Project, I’ve completed three out of twelve steps. I chose to complete my Action Research Project on, “The Effectiveness and Benefits of Targeting 7^th Grade LEP Struggling Readers in Technology Based Intervention Reading Programs.” Since we’ve not met AYP for the second year, we’ve decided to target our LEP/ESL students in a Read180 or Achieve 3000 technology based reading intervention program classes. After two hours of discussing, adding, and improving my action planning template with my site mentor’s approval, we looked over the placement list and testing scores from the STAAR test, in addition to the Scholastic Reading Inventory test and Level Set test for lexile levels from the last given test at the end of 2012. I talked with the counselor regarding our 7^th  grade  LEP students and the available licenses needed to ensure these students will be in a Read180 class or enrolled in the Achieve 3000 database that is not as intense of an  intervention as Read180. We also discussed if this would be the appropriate placement for most. These discussions and data study with the principal, DI, and counselor has taken eight hours.  Mr. Gilliam and I administered the Scholastic Reading Inventory test through the Read180 database known as Scholastic Achievement Manager (SAM), which is a comprehensive online management system that collects and organizes student performance data. SAM gives teachers instant access to critical performance data that lets them correctly assess and place students, group and instruct by student needs, as well as monitor overall class progress. I’ve assisted the basic reading teachers in completing the Level Set test for Achieve 3000. We will not receive data for grouping and benchmark skills that need to be addressed until the students have completed four activities. Although, we have been able to examine the lexile levels in Achieve 3000, I am finding discrepancy between those lexiles and the lexile levels from the SRI testing. I will be conferring with the District Reading Coordinator about this issue next week. 

 

Action Planning Template
Goal: To review and research the two technology based reading programs for their effectiveness and benefits on 66 7th grade LEP students to increase literacy skills.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Site Mentor Approval	Wendy Harris	August 2012-June 2013		Site mentors thoughts and suggestions
Placement of targeted struggling readers	Wendy Director of Instruction 7th grade Counselor	August	Student placement list Testing scores	Counselors thoughts and suggestions
Administer the Scholastic Reading inventory test and Set Level test	Wendy Classroom teacher	September	Computers Student ID Teachers to implement test	Databases Lexile test scores
Survey students on reading attitudes	Wendy	September	Survey monkey Computers	Results of survey

Action Planning Template
Goal: To review and research the two technology based reading programs for their effectiveness and benefits on 66 7th grade LEP students to increase literacy skills.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Interview teachers regarding pros and cons of programs	Wendy Harris	October	Time Teacher perceptions	Teachers thoughts and suggestions
Research and monitor materials for differentiated instruction	Wendy	September 2012-May 2013	rBook Software Achieve 3000 database	Scholastic Achievement Manager – collects and organizes student performance data
Progress testing	Wendy Classroom teacher	December February May	Computers Student ID Teachers to implement test	Databases Lexile test scores
Skills testing	Wendy Classroom teachers	October December February April May	Computers Database	Scholastic Achievement Manager – collects and organizes student performance data

Action Planning Template
Goal: To review and research the two technology based reading programs for their effectiveness and benefits on 66 7th grade LEP students to increase literacy skills.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Student participation in lessons on database	Wendy Harris	September 2012- May 2013	Time Computers	Databases Observation Student conferences
Direct instruction of teachers	Wendy	September 2012-May 2013	rBook Software Achieve 3000 database	Observation Teacher conferences
Staff development for Read180 and Achieve 3000	Wendy Reading Coordinator	September December February	Materials Databases Student performance data	Student performance data
Final assessment and evaluations	Wendy Teachers Students	Ongoing	Survey monkey	Conferences Test

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

The Passions That Drive Your Journey

As I read through, The Passions That Drive Your Journey, I felt my head knotting up and down with agreement through all nine areas. At the end of this school year, my principal changed a veteran teacher's assignment and to say the least she was not a happy camper. Although, I am not sure if she had been in a long time. You could tell by her demeanor, relationship with the students, and ongoing efforts to stay within her "box" that she needed a change. So this school year through peer coaching, share sessions, and new team members, the VT was a whole new person. She seemed full of energy that poured out of her and into her students.

Analysis of How Educational Leaders Might Use Blogs

As educational leaders, we can use blogging to share our reflections and ideas which allow us to receive comments from others. We are able to discuss the research and other important information that we are currently engaged in, and learn from other educators’ feedback going through the same situations. Blogs can also be used to stay connected with the community and faculty by sharing upcoming events, newsletters to keep all stakeholders updated, and classroom and/or student successes.

My findings

I’ve learned that action research is the focus of looking into ones current practices and are motivated by the quest for improvement through research, collecting and analyzing data, making beneficial changes based on results, and sharing findings with other teachers and administrators. This allows practitioners to internalize and reflect on their practices, formulate and implement action strategies, analyze and evaluate the effects of these practices on all stakeholders, and consider ways of working differently. Teachers and administrators collaboratively work together to help each other in their professional development and are more likely to facilitate change based on the information and knowledge that they generate.

As a Campus Content Instructional Strategist, I will use my action research plan on literacy interventions targeting struggling readers by implementing and evaluating reading programs and improving teacher instruction in the reading classroom to gather information on how interventions improve literacy. What practices are working and not working, for me as a teacher and CCIS, and by sharing my findings with the reading teachers.  I will make my inquiry an ongoing process by continuously gathering and analyzing data to ensure that our instructional practices are improving, not only for my professional growth, for all learners in my school community.